Not exact matches
In a new book, An Empty Curriculum: The Need to Reform
Teacher Licensing Regulations and Tests, (Rowman and Littlefield: 2015), I make the case, with empirical support wherever possible, that the revision of the licensing system for each stage in a teaching career and the construction of new or more demanding teacher licensure tests contributed significantly to the long - lasting effects of the state's first - class sta
Teacher Licensing Regulations and Tests, (Rowman and Littlefield: 2015), I make the case, with empirical
support wherever possible, that the revision of the licensing system
for each stage in a teaching career and the construction of new or
more demanding
teacher licensure tests contributed significantly to the long - lasting effects of the state's first - class sta
teacher licensure tests contributed
significantly to the long - lasting effects of the state's first - class standards.
The poll provides strong evidence from a nationally representative sample that most Americans
support merit pay
for teachers, while
teachers oppose the policy by a large margin; there is strong opposition among the public to
teacher tenure, while
teachers favor it; and
teachers are
significantly more opposed to the federal RttT program than the broader public.
We consider the available evidence in
more detail in order to establish the case
for significantly higher pay
for teachers as a necessary step in addressing the
teacher supply crisis, establishing fair levels of reward
for teachers and
supporting the delivery of the best possible education
for pupils.
The Statewide Special Education Task Force recommended that the state invest
significantly in special education preschool programs; fund the over 130 regional special education local plan areas (SELPAs)
more adequately and equitably; and, invest in
support for special education and general education
teachers who spend every day educating our state's most vulnerable student population.
Provide
significantly more time, tools, and
support for teachers to succeed, including through planning, collaboration, and development.
Under ESSA, the letter explains, «states and districts can use Title II - A funds to attract,
support and retain high - quality and diverse educators by providing
significantly more time
for planning and collaboration, job embedded professional development that is aligned to student and
teacher needs, coaching and mentorship.»